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The purpose of this study was to develop a model of skilful surfing to aid understanding of how best to seek health information, online and offline, during pregnancy.

This study used an observational, descriptive design, using a purpose written questionnaire, factor analysis and structural equation modelling.

Analysis resulted in the factor loading of five components: online health information seeking behaviour, normalisation, offline support, trust and data saturation. These components were included as latent variables in an SEM to evaluate the credibility, and subsequently confirm the viability of the theory of skilful surfing.

To the authors' knowledge, this study is the first of its kind to successfully model and define what it is to skilfully surf health information online whilst pregnant, with empirical and theoretical underpinnings.

Building on the concept of “impact literacy” established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.